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9780763727192

Curriculum Development in Nursing Education : An Integrated Framework

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  • ISBN13:

    9780763727192

  • ISBN10:

    0763727199

  • Format: Paperback
  • Copyright: 2004-12-30
  • Publisher: Jones & Bartlett

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Supplemental Materials

What is included with this book?

Summary

Curriculum Development in Nursing Education addresses curriculum theory and practical applications that guide nurse educators in creating curricula that match paradigmatic and contextual influences. Each chapter includes a description of one element of the curriculum development process, a discussion about faculty development activities to support that aspect of curriculum development, case studies that target the specific concepts and processes addressed, and other synthesis activities that will enable the reader to apply the process to their own contexts. By thoughtfully and thoroughly completing all the exercises throughout the book, nurse educators will have a curriculum suited to their individual setting. I have been waiting for decades for this book to be written. The authors take the reader on a wonderful journey by means of a step-by-step approach to the entire process of curriculum development. It covers each aspect of the process comprehensively. And it delivers this in a way that makes this complex process understandable. The tables in the book greatly aid in the mastery of curriculum development. The process is further made to 'come alive' with each chapterrs"s synthesis activities. These involve a case study approach. The value of this is increased by questions that relate the cases to the various steps in the design process. This is then followed by curriculum development questions for consideration in the readerrs"s present or future setting. I highly recommend this book for anyone involved in curriculum design on any level. -Gladys L. Husted, PhD, RN, CNE School of Nursing, Distinguished Professor Duquesne University, Pittsburgh, PA Dr. Iwasiw, Dr. Goldenberg, and Dr. Andrusyszyn teach Nursing Education courses in the MScN and PhD programs at the University of Western Ontario. In addition to teaching about curriculum development, implementation, and evaluation; teaching and evaluation strategies; and faculty development, they have been involved in undergraduate and graduate curriculum development. Their research has focused on Nursing Education. Individually and together, they have published numerous papers in nursing journals, and presented papers at nursing conferences across North America. As well, they have conducted many workshops about nursing education, and have led faculty development sessions related to teaching, curriculum development, and evaluation. The authors are the founding co-editors of The International Journal of Nursing Education Scholarship.

Author Biography

Carroll L. Iwasiw, RN, MScN, EdD: Professor and Former Director Dolly Goldenberg, RN, MA (English), MScN, PhD: Professor and Chair, Graduate Programs Mary-Anne Andrusyszyn, RN, MScN, EdD: Associate Professor

Table of Contents

Introduction to Curriculum Development in Nursing Education
1(8)
Curriculum
1(1)
Curriculum Development in Nursing Education
2(5)
The Curriculum Development Process
2(4)
Interpersonal Aspects of Curriculum Development
6(1)
Chapter Summary
7(1)
References
7(2)
Preliminary Considerations for Curriculum Development
9(18)
Chapter Overview
9(1)
Chapter Goals
10(1)
Considerations for Curriculum Development
10(10)
Why Consider Curriculum Change?
10(2)
How and Where Will Support Be Gained?
12(1)
How Can Initial Objections Be Addressed?
12(4)
Who Should Be Involved?
16(2)
What Will the Timeframe Be?
18(2)
Chapter Summary
20(1)
Synthesis Activities
20(4)
Charlevoix University Undergraduate Nursing Program
20(2)
Stonehill University School of Nursing
22(1)
Curriculum Development Activities for Consideration in Your Setting
23(1)
References
24(3)
Organizing for Curriculum Development: The Practical Considerations
27(26)
Chapter Overview
27(1)
Chapter Goals
28(1)
Organizing for Curriculum Development
28(19)
Deciding on Leadership
28(2)
Appointing the Curriculum Leader
30(1)
Deciding on Committee Structure
31(3)
Determining Decision-making Approaches
34(2)
Establishing a Work Plan
36(9)
Securing Resources
45(1)
Discussing the Relationship of Curriculum Development to Academic Freedom
45(1)
Discussing Potential for Publication and Authorship
46(1)
Faculty Development
46(1)
Chapter Summary
47(1)
Synthesis Activities
48(2)
Middlemount University School of Nursing
48(1)
Montag College Department of Nursing
49(1)
Curriculum Development Activities for Consideration in Your Setting
50(1)
References
50(3)
Faculty Development and Change for Curriculum Development
53(26)
Chapter Overview
53(1)
Chapter Goals
53(1)
Faculty Development for Curriculum Development
54(5)
What Is Meant by `Faculty Development'?
54(1)
Where Does the Responsibility Lie?
54(1)
Need for Faculty Development
55(1)
Goals for Faculty Development Related to Curriculum Development
56(2)
Faculty Development Activities for Curriculum Development
58(1)
Faculty Development for Curriculum Change
59(15)
Change Theories
60(1)
Supporting Faculty During Curriculum Change
61(1)
Responding to Resistance to Change
61(13)
Chapter Summary
74(1)
Synthesis Activities
74(3)
Copernicus University School of Nursing
74(2)
Rosemount University School of Nursing
76(1)
Curriculum Development Activities for Consideration in Your Setting
77(1)
References
77(2)
Gathering Data about Contextual Factors for Curriculum Development
79(32)
Chapter Overview
79(1)
Chapter Goals
79(1)
Influence of Contextual Factors on Curriculum Development
80(1)
Internal Contextual Factors
81(5)
History
81(1)
Philosophy, Mission, and Goals
82(1)
Culture
82(1)
Financial Resources
83(1)
Programs and Policies
83(1)
Infrastructure
83(3)
Summary of Internal Contextual Factors
86(1)
External Contextual Factors
86(6)
Demographics
87(1)
Culture
88(1)
Health Care
88(1)
Professional Standards and Trends
89(1)
Technology
90(1)
Environment
90(1)
Socio-Politico-Economics
91(1)
Summary of External Contextual Factors
92(1)
Approaches to Gathering Data for Curriculum Development
92(12)
Deciding on Necessary Data and Data Sources
92(2)
Methods of Gathering Data
94(2)
The Work of Gathering Data
96(8)
Faculty Development
104(1)
Chapter Summary
104(1)
Synthesis Activities
105(3)
Poplarfield University School of Nursing
105(2)
Bellemore University School of Nursing
107(1)
Curriculum Development Activities for Consideration in Your Setting
108(1)
References
108(3)
From Contextual Data to Curriculum Directions and Outcomes
111(34)
Chapter Overview
111(1)
Chapter Goals
112(1)
Definition of Terms
112(1)
Analysis, Interpretation, and Synthesis of Contextual Data
113(8)
Examining and Integrating Contextual Data
113(1)
Inferring Curriculum Concepts and Professional Competencies
114(1)
Proposing Curriculum Possibilities
115(1)
Identifying Curriculum Limitations
116(1)
Deducing Administrative Issues
117(1)
Summary of Processes
117(4)
Determining Curriculum Directions and Outcomes
121(2)
Faculty Development
123(1)
Chapter Summary
123(1)
Synthesis Activities
124(21)
Poplarfield University School of Nursing
124(20)
Curriculum Development Activities for Consideration in Your Setting
144(1)
Developing Philosophical Approaches and Formulating Curriculum Goals
145(20)
Chapter Overview
145(1)
Chapter Goals
146(1)
Curriculum Philosophy
146(5)
Definition and Purpose of Philosophy
146(1)
Traditional Curriculum Philosophies
147(1)
Learning Theories as Curriculum Philosophies
148(1)
Current Nursing Curriculum Philosophies
148(3)
Philosophical Approaches
151(3)
Developing Philosophical Approaches
151(3)
Curriculum Goals
154(3)
Purpose of Curriculum Goals for Various Audiences
154(2)
Formulating Curriculum Goals
156(1)
Faculty Development
157(1)
Chapter Summary
157(1)
Synthesis Activities
158(3)
Sanderson University School of Nursing
158(1)
Michaelson County Community College Case
159(2)
Curriculum Development Activities for Consideration in Your Setting
161(1)
References
161(4)
Curriculum Design
165(28)
Chapter Overview
165(1)
Chapter Goals
165(1)
Curriculum Design
166(1)
Program Type and Structure
167(1)
Program Delivery
168(3)
Traditional Delivery
168(1)
Distance Delivery
168(1)
Delivery Through Partnerships
169(2)
Program Models
171(1)
Organizing Strategies for Curriculum Design
171(4)
Traditional Organizing Strategies
172(1)
Contemporary Organizing Strategies
173(2)
Ordering of Knowledge
175(1)
Course Sequencing Patterns
175(1)
Curriculum Design Process
176(9)
Defining Curriculum Parameters
176(1)
Facilitating the Design Process
177(1)
Deliberating About Curriculum Design
177(3)
Identifying Courses
180(3)
Determining Policies and Guidelines
183(1)
Considering Human and Financial Implications
184(1)
Deciding on the Design
184(1)
Summary of Curriculum Design Process
185(1)
Faculty Development
185(1)
Chapter Summary
186(1)
Synthesis Activities
186(3)
Van-Buren University
186(1)
Fitzhugh University
187(1)
Curriculum Development Activities for Consideration in Your Setting
188(1)
References
189(4)
Course Design
193(28)
Chapter Overview
193(1)
Chapter Goals
193(1)
Course Design
193(1)
Course Components
194(3)
Purpose and Description
194(1)
Course Goals
194(1)
Teaching Strategies
195(1)
Course Content
196(1)
Classes
197(1)
Student Learning Activities
197(1)
Evaluation of Student Learning
197(1)
Course Design Parameters
197(1)
Approaches to Course Design
198(6)
Traditional Approaches
199(1)
Contemporary Approaches
199(2)
Blended Approaches
201(1)
Distance Education Approaches
202(2)
Teaching Strategies
204(4)
Strategies to Evaluate Student Learning
208(1)
Course Design Process
208(5)
Reviewing Course Parameters
209(1)
Choosing an Approach for Course Design
210(1)
Identifying the Course Purpose and Description
210(1)
Formulating Course Goals
211(1)
Determining Content
211(1)
Deciding on Classes
211(1)
Selecting Teaching Strategies
212(1)
Creating Student Learning Activities
212(1)
Planning for Evaluation of Student Learning
212(1)
Critiquing Course Design
213(1)
Preparing Course Packages
213(1)
Designing Individual Classes
213(1)
Faculty Development
214(2)
Chapter Summary
216(1)
Synthesis Activities
216(3)
Senyk University School of Nursing
216(1)
Philmore College
217(2)
Curriculum Development Activities for Consideration in Your Setting
219(1)
References
219(2)
Planning Curriculum Evaluation
221(22)
Chapter Overview
221(1)
Chapter Goals
221(1)
Definition and Purposes of Curriculum Evaluation
222(2)
Definition of Curriculum Evaluation
222(1)
Purposes of Internal Curriculum Evaluation
222(1)
Purposes of External Curriculum Evaluation
223(1)
Curriculum Evaluation Models
224(1)
Typology of Evaluation Models
225(1)
Planning Curriculum Evaluation
225(8)
Establishing Standards, Criteria, and Indicators
229(1)
Planning Data Collection
230(1)
Data Collection Methods
230(1)
Data Sources
231(1)
Scheduling Data Collection
231(1)
Data Management and Reporting
232(1)
Faculty Deliberations about Data Collection Plans
232(1)
Planning Evaluation of Curriculum Components
233(4)
Curriculum Goals
233(1)
Curriculum Design
233(1)
Learning Outcomes
234(1)
Courses
234(1)
Teaching Strategies
235(1)
Student Evaluation Strategies
235(1)
Human and Physical Resources
236(1)
Learning Climate
237(1)
Policies
237(1)
Faculty Development
237(1)
Chapter Summary
238(1)
Synthesis Activities
238(3)
Parkview Community College Department of Nursing
238(1)
Aurora Borealis University Department of Nursing
239(1)
Evaluation Planning Activities for Consideration in Your Setting
240(1)
References
241(2)
Planning for Successful Curriculum Implementation
243(12)
Chapter Overview
243(1)
Chapter Goals
243(1)
Making Curriculum Plans Public
244(1)
Informing Stakeholders
244(1)
Marketing
245(1)
Contractual Agreements
246(2)
Health Care and Community Agencies
246(1)
Other Educational Institutions
246(2)
Logistics
248(2)
Personnel
248(1)
Scheduling
249(1)
Phasing Out the Existing Curriculum and Introducing the Changed Curriculum
250(1)
Ongoing Faculty Development
250(1)
Chapter Summary
251(1)
Synthesis Activities
251(3)
Hercal Community College Associate Degree Nursing Program
251(1)
Jasmine University School of Nursing
252(1)
Curriculum Implementation Activities for Consideration in Your Setting
253(1)
References
254(1)
Index 255

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